Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PUAPOLGD006A Mapping and Delivery Guide
Facilitate effective communication in the policing environment

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency PUAPOLGD006A - Facilitate effective communication in the policing environment
Description This unit covers the competency required to communicate verbally and non-verbally (using body language) in the policing environment.This unit does not address written communication.This unit replaces PUAPOL006B Facilitate effective communication in the workplace.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit will be applied in environments where effective communication skills and techniques are needed. The ability to assess situations and adapt communication techniques to enable effectiveness is embedded within this unit. Conflict resolution/negotiation skills to address issues/incidents are supported by this unit.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Assess situations and adapt communication technique accordingly
  • Verbal communication is tailored to identified audience of recipients from a range of communication approaches
  • Body language and non-verbal behaviour is correctly assessed and responded to
  • Active listening skills are employed and questioning techniques are used to clarify issues
  • Communication strategies adopted reflect consideration of cultural, gender, age issues and are in accordance with organisational policies and procedures
  • Where required expert advice is sought or referrals are made according to agreed procedures
  • Contradictions, ambiguities, uncertainty or misunderstandings are identified and checked with a range of sources and references
       
Element: Communicate effectively in the workplace
  • Interpersonal communication techniques and skills are selected from a range of options and applied
  • Clear, concise, accurate and appropriate communication is applied in routine situations in accordance with organisational policies and procedures
  • Clear, concise, accurate and appropriate communication is applied in high demandsituations
       
Element: Utilise conflict resolution/negotiation skills to address issues/incidents
  • Control and objectivity is maintained at all times in conflict situations
  • Situational conflict is, as far as possible, de-escalated
  • Persons in conflict are separated, where appropriate, and relevant solutions are negotiated or imposed that comply with organisational policies and procedures
  • Where required, external agencies are accessed and utilised, according to agreed procedures
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Assessment must confirm the ability to:

effectively interact and communicate with colleagues and clients.

Consistency in performance

Competency should be demonstrated over time and from a range of actual workplace or simulated situations.

Context of and specific resources for assessment

Context of assessment

Competency should be assessed over a period of time in a range of actual or simulated workplace environments.

Specific resources for assessment

There are no specific resource requirements for this unit.

Method of assessment

In a public safety environment assessment is usually conducted via direct observation in a training environment or in the workplace via subject matter supervision and/or mentoring, which is typically recorded in a competency workbook.

Assessment is completed using appropriately qualified assessors who select the most appropriate method of assessment.

Assessment may occur in an operational environment or in an industry-approved simulated work environment. Forms of assessment that are typically used include:

direct observation

interviewing the candidate

journals and workplace documentation

third party reports from supervisors

written or oral questions.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

adapt personal communication style to a variety of situations including those requiring sympathy and empathy

effectively communicate to all persons, including suspects/victims and other members of the public, colleagues and other members of the organisation

de-escalate incidents

negotiate/resolve/mediate conflict (negotiation can take place with supervisors, colleagues and members of the public)

use counselling techniques when required

use interpreting services

use verbal communication to take control of situations

work in a team

Required Knowledge

communicative processes and internal/external barriers (to the individual officer) to effective communication

impact of age, gender, ethnicity/Aboriginality, special needs groups, personality, drugs/alcohol on the communicative process

meaning of various body language forms

organisational Codes of Ethics

relevant legislation (such as Anti-discrimination Act, Disability Act)

relevant organisational policies and procedures (such as those covering verbal communication requirements, critical incident negotiation)

various support agencies available and the types of services offered

The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.

Situations:

Cover all taskings undertaken by officers, whether reactive or proactive patrolling, undertaking station duties etc. and relate to circumstances in which the officer is in contact with other persons

And may include:

criminals

face-to-face

fellow officers

individuals or groups of persons from the public/community

suspects

victims

giving and/or receiving instructions and lawful direction

interviewing persons

providing verbal reports or seeking information

responding to inquiries

Communication may include:

Formal, informal, pre-planned, and involve functional area/authority personnel, and may be for:

occupational health and safety

operational planning

briefings/debriefings e.g. shift changeovers; parades

operations assessment/debriefings

interactions with media

Body language may include:

Non-verbal characteristics exhibited by each person in response to the presence of police officers or lawful instruction given by such officers

Characteristics that represent positive compliant behaviour or a negative non-cooperative/aggressive response

Interpersonal skills may include:

Appropriate language

Empathy

Fairness

Recognition and professional response to cultural diversity

High demand situations may include:

High stress

Managing violent, abusive or highly emotive persons

Situations requiring quick decision making

Volatile situations

Areas requiring resolution may include:

Arrest scenes

Crime scenes

Controlling crowds

Domestic disputes, serving summons/orders

Disputes at traffic accident sites

Disputes over procedural issues such as at. rallies, demonstrations, processing/charging persons

Disruptive public behaviour

Life threatening situations (such as family hostage situations, confrontations with armed persons)

Workplace disputes, workplace complaints

Workplace grievance situations

De-escalation means:

Reducing a situation to a point where the issue is reduced to a controllable level and the risk to life or property is minimised

Relevant solutions, depending on the actual situation, may include the use of one or more techniques and attributes such as:

Accessing further assistance from fellow officers, other emergency service, community support agencies, victim's/suspect's relations and/or friends

Arresting, cautioning, reporting and detaining

Developing appropriate response strategies - taking into account the needs and characteristic of factors that can impact on the communication process such as Aboriginality, age, ethnicity, family situation/security, gender, geographic and demographic impacts, health and physical capacity

Impacts of alcohol and legal (recreational and prescription) and illegal drugs

Peer group pressures

Personality

Previous experiences/encounters with police/other authorities

Self image

Employing de-escalation processes

Issuing lawful instruction/direction

Providing on-the-spot counselling

'Use of force' and/or 'use of lethal force'

External agencies may include both government and non-government counselling, mediation and support agencies such as:

Aboriginal liaison centres

Child protection agencies

Community services departments

Crisis and sexual assault referral centres

Disability support groups

Ethnic advisory services

Health departments

Internal police support and counselling services

Local church counselling centres

Women's refuges

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Verbal communication is tailored to identified audience of recipients from a range of communication approaches 
Body language and non-verbal behaviour is correctly assessed and responded to 
Active listening skills are employed and questioning techniques are used to clarify issues 
Communication strategies adopted reflect consideration of cultural, gender, age issues and are in accordance with organisational policies and procedures 
Where required expert advice is sought or referrals are made according to agreed procedures 
Contradictions, ambiguities, uncertainty or misunderstandings are identified and checked with a range of sources and references 
Interpersonal communication techniques and skills are selected from a range of options and applied 
Clear, concise, accurate and appropriate communication is applied in routine situations in accordance with organisational policies and procedures 
Clear, concise, accurate and appropriate communication is applied in high demandsituations 
Control and objectivity is maintained at all times in conflict situations 
Situational conflict is, as far as possible, de-escalated 
Persons in conflict are separated, where appropriate, and relevant solutions are negotiated or imposed that comply with organisational policies and procedures 
Where required, external agencies are accessed and utilised, according to agreed procedures 

Forms

Assessment Cover Sheet

PUAPOLGD006A - Facilitate effective communication in the policing environment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

PUAPOLGD006A - Facilitate effective communication in the policing environment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: